Research On The Cultivation Of Mathematical Abstract Literacy

Along with the increase of age,people's demand for school education function is no longer limited to imparting knowledge to students,but to pay more attention to the realize of school educational function.The 2017 edition of China's new math curriculum standard clearly points out six core literacy that students should have by learning math.Mathematical abstraction is the first among the six core literacy proposed.It is the foundation for students to study mathematics,and also the premise for cultivating other literacy such as mathematical modeling.It occupies an important position in mathematical learning.After the core literacy of mathematics was put forward,it quickly became a hot topic in the research.Experts and scholars in the education circle carried out a series of researches on the connotation and implementation of the core literacy.For abstract mathematics literacy,many experts and scholars put forward a series of training strategies,teaching Suggestions.Close contact with students by internship find out that even if the essential knowledge that the question examines is same,students' answer also show a large fluctuation with the change of the background of the topic,they did not show a higher level of mathematical abstract literacy.There is a direct relationship between the situation of students' learning and the situation of teachers' teaching.In the real classroom teaching,do teachers infiltrate abstract literacy? Is the permeated abstract literacy well acquired by students? This paper studies the above two problems.For the first question,the method of classroom observation is adopted,and the penetration of abstract literacy in teachers' actual teaching is analyzed based on the analytical framework proposed by Deng hanxiang and other scholars.It is found that teachers have a strong awareness of the infiltration of abstract literacy,but the infiltration of the four aspects is not balanced.Teachers have comprehensive and detailed penetration on mathematical concepts and rules,mathematical propositions and models,and mathematical ideas and methods,but lack of penetration on mathematical communication and reflection.For the second question,according to the framework of dividing the level of abstract literacy by Hu die and the analysis method of abstract degree proposed by professor Xu lizhi,the mathematical abstract test paperwas compiled,and the acquisition of abstract literacy of students was investigated.According to the survey,there is a consistency between the students' acquisition and the teachers' penetration,which is manifested as that the students' abstract literacy is higher in the aspect that the teachers intend to penetrate,the students' abstract literacy is obviously lower in the aspect that the teachers do not penetrate.However,students' acquisition condition is not so good,students' mathematical abstract literacy has just reached level 2 in terms of teachers' infiltration,and there is still a lot of room for improvement.Finally,combined with the research on teachers and students,put forward the corresponding teaching suggestion: the first is the teacher needs to strengthen the learning of mathematics abstract literacy connotation,the second is to mobilize the students their own subjective initiative,the third is the exercises should pay attention to the examination of many sided,the fourth is the setting of situation and problem should embody the abstract process,the fifth is reflection and summary should throughout the course.